1
Q
focuses on explanations that come from the laws of nature
- instead of spiritual beliefs etc.
A
NATURALISM (NATURE)
2
Q
humanists inspire us to use our power of reason and our natural feeling of compassion to help create a better world in which each of us can reach our full potential (pursuit of knowledge)
- we are responsible for our own future
A
HUMANISM (WHOLE)
3
Q
all behaviors are acquired through conditioning
- our responses to environmental stimuli shape our actions
A
BEHAVIORISM (CHANGE)
4
Q
__________ is the school of thought that focuses on the external behavior of individuals, whereas ________ focuses on the individual as a whole.
A
BEHAVIORISM, HUMANISM
5
Q
FOCUSES ON THE INDIVIDUAL AS A WHOLE
A
HUMANISM
6
Q
FOCUSES ON THE EXTERNAL/ENVIRONMENTAL FACTOR/BEHAVIOR OF INDIVIDUALS
A
BEHAVIORISM
7
Q
- CLASSICAL CONDITIONING
- ENVIRONMENTAL
- LEARNING THROUGH ASSOCIATION
A
PAVLOV
8
Q
PAVLOV
- ___________
- ENVIRONMENTAL
- LEARNING THROUGH ASSOCIATION
A
CLASSICAL CONDITIONING
9
Q
PAVLOV
- CLASSICAL CONDITIONING
- ________
- LEARNING THROUGH ASSOCIATION
A
ENVIRONMENTAL
10
Q
PAVLOV
- CLASSICAL CONDITIONING
- ENVIRONMENTAL
- ____________
A
LEARNING THROUGH ASSOCIATION
11
Q
- OPERANT CONDITIONING
- REINFORCEMENT
(+) REWARD
(-) PUNISHMENT - USED TO DECREASE A BEHAVIOR OF A DESIRABLE OUTCOME OR THE APPLICATION OF A NEGATIVE OUTCOME
A
SKINNER
12
Q
SKINNER
- ____________
- REINFORCEMENT
(+) REWARD
(-) PUNISHMENT - USED TO DECREASE A BEHAVIOR OF A DESIRABLE OUTCOME OR THE APPLICATION OF A NEGATIVE OUTCOME
A
OPERANT CONDITIONING
13
Q
SKINNER
- OPERANT CONDITIONING
- ____________
(+) REWARD
(-) PUNISHMENT - USED TO DECREASE A BEHAVIOR OF A DESIRABLE OUTCOME OR THE APPLICATION OF A NEGATIVE OUTCOME
A
REINFORCEMENT
14
Q
(+) REWARD
(-) PUNISHMENT
- USED TO DECREASE A BEHAVIOR OF A DESIRABLE OUTCOME OR THE APPLICATION OF A NEGATIVE OUTCOME
A
REINFORCEMENT
15
Q
- SOCIAL LEARNING
- MODELING
ATTENTION, RETENTION, REPRODUCTION, MOTIVATION - EMPHASIZES THE IMPORTANCE OF OBSERVING, MODELLING AND IMITATING THE BEHAVIORS ATTITITUDES AND EMOTIONAL REACTIONS OF OTHERS
A
BANDURA
16
Q
BANDURA
- ________
- MODELING
ATTENTION, RETENTION, REPRODUCTION, MOTIVATION
- EMPHASIZES THE IMPORTANCE OF OBSERVING, MODELLING AND IMITATING THE BEHAVIORS ATTITITUDES AND EMOTIONAL REACTIONS OF OTHERS
A
SOCIAL LEARNING
17
Q
BANDURA
- SOCIAL LEARNING
- _________
ATTENTION, RETENTION, REPRODUCTION, MOTIVATION
- EMPHASIZES THE IMPORTANCE OF OBSERVING, MODELLING AND IMITATING THE BEHAVIORS ATTITITUDES AND EMOTIONAL REACTIONS OF OTHERS
A
MODELING
18
Q
BANDURA
- SOCIAL LEARNING
- MODELING
A________, RET_____, REP________, M_________
- EMPHASIZES THE IMPORTANCE OF OBSERVING, MODELLING AND IMITATING THE BEHAVIORS ATTITITUDES AND EMOTIONAL REACTIONS OF OTHERS
A
ATTENTION, RETENTION, REPRODUCTION, MOTIVATION
19
Q
- CONNECTIONISM
LAWS:
READINESS, EXERCISE, EFFECT - ANY BEHAVIOR THAT IS FOLLOWED BY PLEASANT CONSEQUENCES IS LIKELY TO BE REPEATED, AND ANY BEHAVIOR FOLLOWED BY UNPLEASANT CONSEQUENCES IS LIKELY TO BE AVOIDED
A
THORNDIKE
20
Q
THORNDIKE
- ________
LAWS:
READINESS, EXERCISE, EFFECT
- ANY BEHAVIOR THAT IS FOLLOWED BY PLEASANT CONSEQUENCES IS LIKELY TO BE REPEATED, AND ANY BEHAVIOR FOLLOWED BY UNPLEASANT CONSEQUENCES IS LIKELY TO BE AVOIDED
A
CONNECTIONISM
21
Q
THORNDIKE
- CONNECTIONISM
LAWS:
Re____, Ex______, Ef__________
- ANY BEHAVIOR THAT IS FOLLOWED BY PLEASANT CONSEQUENCES IS LIKELY TO BE REPEATED, AND ANY BEHAVIOR FOLLOWED BY UNPLEASANT CONSEQUENCES IS LIKELY TO BE AVOIDED
A
READINESS, EXERCISE, EFFECT
22
Q
what is the nature of REALITY (or existence)?
- educational concern = the curriculum
A
METAPHYSICS
23
Q
provides basis for the content of
education – what we think should be taught in schools because we believe them to be real.
A
METAPHYSICS
24
Q
- one of the key concepts in understanding philosophies
- concerned with reality and existence
- the foundation of philosophy
A
METAPHYSICS
25
2 CATEGORIES OF METAPHYSICS
ONTOLOGY AND COSMOLOGY
26
2 CATEGORIES OF METAPHYSICS:
- answers the question, what is the nature of existence?
ONTOLOGY
27
2 CATEGORIES OF METAPHYSICS:
answers the question, what is the origin and organization of the universe?
COSOMOLOGY
28
what is the nature (and scope) of KNOWLEDGE?
- educational concern = methods of instruction
EPISTEMOLOGY
29
also impacts the content of education, otherwise known as curriculum, and the method by which we ought to be
teaching this.
- raises questions on what is it that we know and how do we know that we know. Our knowledge based on what we sensed and perceived, what is revealed to us, what authorities tell us to be true, what we arrived at using our own reasoning, and
how we utilize these knowledge are of ______ concerns.
EPISTEMOLOGY
30
- it is important because it is fundamental to how we think
- without some means of understanding - how we acquire knowledge - how we rely upon our senses - and how we develop concepts in our minds
EPISTEMOLOGY
31
EPISTEMOLOGY
- general point of view to specific
deductive logic
32
EPISTEMOLOGY
- specific to generalization
indeductive logic
33
- what is the nature of VALUES?
- educational concern = behavior
AXIOLOGY
34
affects what we should be learning and how we should be learning
as it provides us with an understanding of what a person or society considers good or
preferable. As such, ______ governs the standards by which education has to be done.
AXIOLOGY
35
study of human conduct and examines moral vaules
ETHICS
36
values, beauty, nature and aesthetic experience (often associated with music, art, literature, dance, etc)
AESTHETIC
37
- learning the essential like the 3Rs (reading writing, arithmetic?) to train the mind with what are essential
- instills students with essentials of academic knowledge; basic skills
- emphasizes the mastery of the subject matter
- observance of core requirements and longer academic year
ESSENTIALISM
38
- utilizing the great books
- focuses on teaching ideas that are everlasting (books)
- classroom setting (teacher-student centered)
- students engage in dialogue
PERENNIALISM
39
- learning by doing; imploy experimental methods to learn
- education comes from experience
PROGRESSIVISM
40
- having individual choice
- focues on individual's freedom to choose their own purpose in life (help students to understand and appreciate themselves as unique individuals)
- self directed, self paced
EXISTENTIALISM
41
- modifying behavior
- acquision of new behavior based on environmental conditions
- teachers provide punishment and reward
BEHAVIORISM
42
- constructing meaning
- student/people construct their OWN understanding; intristically motivated
CONSTRUCTIVISM
43
- having social reform
- emphasizes the addressing of social questions to attain social reform
RECONSTRUCTIONISM
44
Believing -> _____
Feeling -> Realism
Experiencing -> Pragmatism
IDEALISM
45
Believing -> Idealism
Feeling -> _______
Experiencing -> Pragmatism
REALISM
46
Believing -> Idealism
Feeling -> Realism
Experiencing -> _______
PRAGMATISM
47
Within the confines of socio-anthropology, _____ aims to ensure that an individual will belong to a group, assume roles within that group, and earn status in that group through various mechanisms of socialization
- lays the foundation for human society
EDUCATION
48
the shared products of human learning within that group
CULTURE
49
refers to the acquisition of one’s own culture
ENCULTURATION
50
refers to the acquisition of some culture other than one’s own.
ACCULTURATION
51
BP 232
EDUCATION ACT OF 1982
52
1987
1987 PHILIPPINE CONSTITUTION
53
RA7796
(Technical Education and Skills Development Act of 1994)
54
RA 9155
(Governance of Basic Education Act of 2001)
55
RA10533
(Enhanced Basic Education Act of 2013)
56
RA10931
(Universal Access to Quality Tertiary Education Act)
57
RA10678
(Unified Student Financial Assistance System for Tertiary Education Act)
58
Has a body and spirit, intellect, free will, emotions, multiple intelligence, learning styles
Constructor of knowledge and active maker of meaning, not a passive recipient of
information
Nature of the Filipino learner
59
Life skills
Self-actualization
Preparation for the world of work, entrepreneurship, higher education
Needs of the Filipino learner
60
Poverty reduction and human development
Strengthening the moral fiber of the Filipino people
Development of a strong sense of nationalism
Development of productive citizens who contribute to the building of a progressive,
just, and humane society
Ensuring environmental sustainability
Global partnership for development
Needs of national and global community
61
provide bases primarily on the manner we
conduct educational acts within our educational system. Educational psychology primarily
provides information and puts into perspective the teaching aspects of knowing the students
as learners, of conducting instruction and assessment, and of clarifying the psychological
awareness of those involved in the teaching profession
Psychological Foundations of Education
62
______' social stages of physical, cognitive,
emotional, and moral development and what they
can best learn at each of these stages
_______s differ in terms of their motivation and
engagement, their intelligences, and other
psychosocial factors that affect their learning
Learners
63
Learning occurs in various forms as proposed by the
behaviorist, cognitive, and humanistic views and
approaches
Assessing learning takes into account student
commonality as well as diversity
Instruction and Assessment
64
Management of normal and deviant classroom
behavior
Management of conflict and bullying
Gender and cultural sensitivity
Dealing with emotional and mental health issue
Psychological awareness of educators
65
Try to seat smaller students so they can see and
participate in class activities, but avoid seating
arrangements that are obviously based on height.
Balance sports and games that rely on size and
strength with games that reflect cognitive,
artistic, social, or musical abilities, such as
charades or drawing games.
Do not use, and do not allow students to use,
nicknames based on physical traits.
Address students’ physical
differences in ways that do not call
unnecessary attention to the
variation.
66
4 main components of education
LEARNER, TEACHER, LEARNING ENVIRONMENT, CURRICULUM
67
The basic characteristic of the ___ is that he/she is for whom the educational process is designed and implemented. Additional characteristics may be added based on
philosophical, socio-anthropological, legal, and psychological factors. The key point is that the characteristics of the ____ plays a pivotal role in much of the decisions made regarding everything else in the educational process. The role of the ___ in the educational exercise is largely dependent on the educational philosophy in place as well as the motivation of the learner himself/herself for choosing to get an education in the case of higher education.
LEARNER
68
The _____, just like the learner, has roles to play that are highly dependent on the prevailing educational philosophy as well as the aim of the educational process for a given particular scenario. Traditionally, the ___ is viewed as a master of his/her discipline from whom all knowledge comes from. However, this view has been recently modified to be more of a facilitator and co-creator of knowledge together with the learners so as to make the knowledge created more meaningful, and thus better retained, by the learners. Also, when discussing the ____, general qualifications and personal traits come into mind. Requisites are in place in almost all learning institutions for one wishing to become a _____. Personal traits that makes one an effective teacher are rather subjective and can be modified and honed through practice and experience
teacher
69
The _____ _____, previously generally referred to as the school but was later amended because learning need not occur in schools anymore, is characterized primarily by its conduciveness for fruitful learning experiences. The _____ ______ is so designed to maximize the acquisition of the learning material by the learner as well as the transmission of
the learning material by the teacher. Specifications again are subjective as these would be highly dependent on the material to be learned.
learning environment
70
The ___ is the core of any educational transaction as it is the content to be learned. Basic education curriculum is largely dependent on societal dictates and the global needs. Higher education curriculum is also largely affected by traditional norms and the needs of the industry to which graduates of the course are to be employed. The ____ in any given learning institution may be divided into the formal ___, the extra-_____, and the hidden ___ – all of which are acquired by learners either actively or passively.
curriculum
71
______ ____ refers to the actual approved educational contents that a learning institution is authorized to teach to its learners. These include ____ subjects such as the arts and sciences in basic education and actual course contents in higher education.
formal curriculum
72
____-_____ contents are offered as supplements to the formal curriculum to provide holistic development to the learners. These include membership to authorized organizations and clubs within learning institutions, sporting activities, and other similar activities.
Extra-curriculum
73
The ____ curriculum covers materials gained by learners in institutions without the institution’s actively teaching and also without the learners’ actively learning such materials – but learning happens nonetheless. These include personal beliefs and mannerisms of the teacher, stance of the learning institution regarding certain social issues, and other similar materials.
hidden curriculum
PSTMLS
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